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I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice

I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice

Claire Mitchell
Copyright: © 2019 |Pages: 20
ISBN13: 9781522585435|ISBN10: 1522585435|ISBN13 Softcover: 9781522585442|EISBN13: 9781522585459
DOI: 10.4018/978-1-5225-8543-5.ch002
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MLA

Mitchell, Claire. "I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice." Engaging Teacher Candidates and Language Learners With Authentic Practice, edited by Chesla Ann Lenkaitis and Shannon M. Hilliker, IGI Global, 2019, pp. 15-34. https://doi.org/10.4018/978-1-5225-8543-5.ch002

APA

Mitchell, C. (2019). I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice. In C. Lenkaitis & S. Hilliker (Eds.), Engaging Teacher Candidates and Language Learners With Authentic Practice (pp. 15-34). IGI Global. https://doi.org/10.4018/978-1-5225-8543-5.ch002

Chicago

Mitchell, Claire. "I Do and I Understand: Professional Learning Communities to Engage Learners in Authentic Practice." In Engaging Teacher Candidates and Language Learners With Authentic Practice, edited by Chesla Ann Lenkaitis and Shannon M. Hilliker, 15-34. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8543-5.ch002

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Abstract

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.

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